Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia
R. Moreno 2004 Instructional Science v. 32, p. 99-113.

This paper examines one of the potential roles that software agents may have in helping students reduce working memory load while learning from discovery-based multimedia environments: providing explanatory feedback. Two studies examined the guided feedback hypothesis according to which, discovery learning environments that use explanatory feedback (EF) to guide novice students inthe process of meaning making promote deeper learning than those that present identical materials using corrective feedback (CF) alone. In both experiments,the EF group produced higher transfer scores, rated the computer game as more helpful, and gave comparable interest and motivation ratings than the CF group. Mental load rating scales provided evidence in both experiments that EF was effective due to reductions in cognitive load. Results support the use of agent guidance in the form of EF for novice students who learn with discovery-based multimedia games.

Subject: Education
Resource Type: Pedagogic Resources:Research Results, Journal Article
Research on Learning: Instructional Design:Use of Technology, Cognitive Domain